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Why do it?

Students are aided by hearing what their peers think.

Putting thoughts into words pushes students to clarify their thinking.

Teachers can spot misconceptions easier and immediately address confusion by asking a

question or stopping the process immediately to address what the students dont

understand.

Builds students confidence about their ability to engage in an intellectual discussion.

Will eventually lead to students to do well in advanced high school or college level

courses where students are expected to feel at home with scientific and logical

argumentation.

5 Talk Moves

Math Discussion: Whether numbers are even or odd. Class has decided that if you can divide a number by 2 evenly, then it is an even number. Student is tackling 24.

Summary

Example Dialogue

saying)

The teacher tries to repeat some or all of what the student said,

and then asks the student to respond and verify whether or not

the teachers revoicing is correct.

Helpful when you understand what the student has said, but you

arent sure if the other students understand.

The teacher can also extend the talk move to students by asking

one student to repeat or rephrase what another student has said

and then immediately following up with the first student.

Benefits: Gives the rest of the class to hear another version of

the first students contribution. It gives more time to process

Philipes statement, and adds to the likelihood that they will

follow the conversation and understand his point. Students will

come to realize that others are listening to what they say and

will make efforts to make their contributions comprehensible.

After a student makes a claim, and the teacher has made sure

that students have heard it and have had time to process it, she

can move on to elicit student reasoning about the claim. Teacher

refrains from supporting one or the other position.

Philipe: Well, if we could use 3, then it could go into that, but 3 is odd.

So then if it was but three is even. I mean odd, then its not even.

Teacher: Ok, let me see if I understand. So youre saying that 24 is an

odd number?

Philipe: Yeah. Because three goes into it, because 24 divided by 3 is 8.

Teacher: Can anyone repeat what Philipe just said in his or her own

words? Miranda?

Miranda: I think I can. I think he said that 24 is odd, because it can be

divided by 3.

Teacher: Is that right, Philipe? Is that what you said?

Philipe: Yes.

2. Asking students to

restate someone elses

reasoning- (Can you

repeat what he just said

in your own words?)

3. Asking students to

apply their own reasoning

to someone elses

reasoning. (Do you

agree or disagree and

why?)

4. Prompting students for

further participation.

(Would someone like to

add on?)

(Take your timewell

wait)

revoicing as a way to clarify the two positions that have

emerged. Then she invites others to contribute by prompting

them to either state agreement or disagreement or to add other

comments.

Even after a student has been called on they should be given

time to organize thoughts. If we dont use wait time

consistently and patiently, students give up and fail to

participate, knowing that they cant beat the clock.

Miranda: Well, I sort of like, I disagree?

Teacher: Can you tell us why you disagree with what he said? Whats

your reasoning?

Miranda: Because I thought we said yesterday that you could divide

even numbers by 2. And its 12. So isnt that even?

Teacher: So we have two different ideas here about the number 24.

Philipe, youre saying that 24 is odd because you can divide it by 3?

Philipe: Uh-huh.

Teacher: And Miranda, youre saying that its even because you can

divide it by 2? Is that correct?

Miranda: Yes.

Teacher: Ok, so what about other people? Who would like to add to

this discussion? Do you agree or disagree with Mirandas or Philipes

ideas? Tell us what you think, or add on other comments or insights.

After 45 seconds of wait time, the teacher calls on Eduardo.

Eduardo: Yes, I agree with Mirandas idea, because the only way you

told us to find out if something is even is to divide by 2. And if we

divide 24 by three, we can also divide it by 4. And we can divide it by

6, too. So I think we should stick with 2 only.

Source: Classroom Discussions: Using Math Talk to Help Students Learn by Suzanne H. Chapin, Catherine OConner and Nancy

Canavan Anderson, CA: Math Solutions Publications, 2003

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